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Art Integration Unit Plan Template 1

Art Integration Unit Plan Template


LTC 4240: Art for Children Unit Title & Big Idea: Aesops Fables Unit Overview/Summary: By listening to and/or reading Aesops time honored tales, students make a connection between ancient Greek culture and their own contemporary culture. Working with art materials to create a mask, which they will use, enables students to personalize these lessons as well as develop design and build skills. Performing the fables with their creations will empower them to engage an audience. Grade Level:3 Class Periods Required: 3-4

Key Concepts (3-4)

Essential Questions (3-4) How can stories be told? How can stories teach lessons? o Who are some people who have helped you learn lessons in life? o What are some of the lessons they helped you learn? o How did those lessons help you? Have you seen a play before? o What all makes up a play? How can lessons from stories written a long time ago still be relevant today?

Story-telling through fables Writers Craft Personification Metaphors Using artistic qualities to express emotion/characteristics Drawing Paper cutting Painting Modeling

Unit Objectives: Students will:

(Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

Listen to and/or read a variety of Aesops fables Be able to comprehend vocabulary, plot and moral of some Aesops fables Create a mask to depict a character from an Aesop fairytale Act out fables to mimic those of Greek plays Work in collaboration with other students

Art Integration Unit Plan Template 2 Identify and describe in writing the Aesop character on the mask

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) 1.A.VA3: Compare different responses students may have to the same artwork 1.D.VA1: Demonstrate an additive process (e.g., string, card-board, glue, found objects) SS7 1.5, 1.10: Identify and use artifacts (building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments) CA 2, 3, 1.5, 1.6, 3.5: Apply post-reading skills to demonstrate comprehension of text: a. answer basic comprehension questions b. identify and explain the relationship between the main idea and supporting details c. make predictions d. question to clarify e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize Content Areas Integrated: 1. Visual& Performing Arts 2.Literacy 3. Social Studies (World History)

Core Academic Standards (Common Core State Standards) (3-4)


(http://www.corestandards.org/)

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Lesson Titles in Sequence/Order 1. Introduction to Fables 2.Exploring Fables and Art 3. Putting on a Show

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Fable: a story, often short, that has a moral Moral: lesson or truth learned from the fable Expressions: the feelings expressed on a person's face Greece: a country in southern Europe at the south end of the Balkan Peninsula Brief Lesson Descriptions (2-3 sentences each) 1. Begin lesson by asking students attention grabbing questions about prior knowledge of fables (ask about the story of the Tortoise and the Hare, ask about lessons they have learned from stories or family members). Explain to students the importance of storytelling in ancient Greece, where people often told stories to entertain and

Art Integration Unit Plan Template 3 educate one another. Since most did not read, these stories were passed on through word of mouth or performed on stage. Inform students that Aesop, a slave in ancient Greece, was a storyteller. His fables were short tales that taught a moral or lesson. Students will then listen to and/ or read these stories to identify morals in the fables. 2. Ask students about their personal experience with masks. Explain to the students that masks were an important part of ancient Greek arts and culture. Show examples of certain Greek artwork, such as vases, paintings, to exemplify the culture of Aesops time. Separate students into groups and assign each a fable to recreate. Create masks to express the characters. 3. Set up an area of the classroom to use as the stage and have chairs facing towards the front. The students will then perform the plays they collaborated on as groups. After, introduce students to how fables are still told today, including a read aloud of the Stinky Cheese Man or Squids Will Be Squids. What student prior knowledge will this unit require/draw upon? Students will build upon their knowledge of storytelling in literature, as well as concepts such as main characters, plot, setting, etc. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Through creating masks and participating in the performance of the play, the student will discover ways to represent the knowledge of fables they have acquired. Using a variety of materials, students will be able to construct a unique mask related to their particular character. How will this unit permit/encourage students to solve problems in divergent ways? By working in groups, the students will have the opportunity to collaborate and create together. Through working on a project together, students will problem solve the ways they can represent the fable. How will you engage students in routinely reflecting on their learning/learning processes? Students will reflect on their gained knowledge by filling out charts after reading fables, as well as through discussion and analyzing characteristics of certain fables and Greek culture. How will this unit engage students in assessing their own work and the work of peers? As a class, students will discuss their thoughts and opinions on how their peers masks represent the characters in the fables. Through constructive criticism, students will review their knowledge of artistic terms, as well as how the characteristics of the masks represent those of the certain character in the fable being portrayed.

Art Integration Unit Plan Template 4

What opportunities/activities will students be given to revise and improve their understandings and their work? By working together and practicing their performances, students will be able to examine and evaluate their understandings or misunderstandings. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? The classroom will be set up as a gallery to display the masks created by the students, in addition to each groups performance of the fable. How will you adapt the various aspects of this lesson to differently-abled students? If students are shy and may not want to be in the play, they could be the narrator for the play Students who may not be as strong of writers will be encouraged to draw sketches to fill out their story-tracking charts

References Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf Pinterest Bauernschub, Mary Beth. Masks and Aesops Fables. Retrieved from http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Masks_and_Aesops_Fables.aspx#Instruction